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The Science of Learning – 6-part series of Professional Development
April 23 @ 3:45 pm – 4:45 pm
In this virtual 6-part series, you will explore the Science of Learning through the topics outlined above. Each session will be virtual for 1 hour. If you are unable to attend any of the sessions, you will receive a recording so that you do not miss out. The first 3 sessions focus on the science of learning with the final 3 sessions focusing on assessment and questioning.
As well as looking at the research, you will be looking at practical examples and strategies that you can take away and use in your own classroom or school.
The Science of Learning
Assessment and Questioning
Discover the sometimes ‘hidden truths’ about how children really learn, what this means for you as a classroom teacher. We will look at how you plan, sequence and deliver your lessons in order to have the maximum chance of your students remembering and understanding what you teach.
· Part 1 – Memory and retrieval – what do we already know about memory and how can we transfer this into classroom practice
· Part 2 – Spacing, sequencing & interleaving – what this means for curriculum design
· Part 3 – Cognitive load – understanding the limitations of our children’s working memory and how we can prevent cognitive overload
This course will take a detailed and practical look at how we can use assessment as a learning tool, and not just as a measurement indicator. We will focus on how classroom teachers can understand how to select the right assessment tools, implement them with precision and understand what they say, in order to use that information to adapt their teaching.
· Part 1 – Deep thinking and effective questioning – understanding the importance of regular deep thinking as part of the learning process and practical strategies to question students effectively
· Part 2 – Dynamic in class assessment and responsive teaching – practical strategies to find out what everyone in the classroom knows and be able to use that data immediately to shape the next phase of your lesson, plus how we can learn more from students’ wrong answers than we can from their correct answers
· Part 3 – Selecting the right assessment for the right purpose and what it tells you – key differences in selecting summative and formative assessments, the difference between long term learning and short term performance gains
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If you have an enquiry, please get in touch with us via email tshinfo@nllt.co.uk or by phone, or fill in the form below.
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Seaham Site: Spectrum Business Park,
Building 2, Lighthouse View, Seaham,
SR 7 7PR
tshinfo@nllt.co.uk
0191 9336771
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